Changing the world through life's lessons

Dr Tom Griffiths's
research is a means to a rather significant end.

As program leader of the Comparative and International Education Group
University of Newcastle (CIEGUN), Tom is out to change the world, or at least "to
contribute to the process of transformation".

"The most important
purpose of education, is its potential to prepare populations with the
knowledge, skills and dispositions required to transform the capitalist world-system,
in which we are currently living, in favour of a more democratic, just, equal
and peaceful alternative system," Tom says.

CIEGUN emerged from
work in the Comparative and International Education field by Tom and his
colleague Dr Zsuzsa Millei.

Tom's research in
the comparative field began with a PhD thesis that advanced a world-systems
historical analysis of secondary schooling in Cuba from 1959 to 1989.

Zsuzsa extended her
doctoral work on early childhood education in Australia by comparing it to the
kindergarten system in socialist Hungary. She "was similarly engaged in
analyses that explore local and national ideologies, practices, and their
connections with broader historical phenomena," Tom explains.

The pair later
worked on a co-edited volume (Re-theorizing Discipline in Education:
Problems, politics & possibilities) that included some comparative and
international analysis, and extended this analysis with a co-edited book (Logics
of socialist education: Engaging with crisis, insecurity and uncertainty).

They also guest edited a
special issue of a journal, Globalisation, Societies and Education, on Education in / for socialism: Historical,
current and future perspectives.

"The recruitment of
two comparative and international researchers to (UoN's) School of Education in
2011/12, Stephanie Bengtsson and Nisha Thapliyal, helped to achieve a critical
mass of scholars working in the field," Tom explains.

"We identified some
common ground with respect to analyses of challenges to dominant educational
policy, including challenges advanced by social and political movements,
parties, and ideologies. And Linda Newman's long-standing work in Chile
on community-based reform of early childhood education saw her join the group."

CIEGUN has expanded
to include RHD candidates working directly with CIEGUN academics, and
collaborations with other UoN colleagues across faculties interested in
comparative and international research, and with international colleagues in
Venezuela, Hungary, South Africa, India, Norway, Denmark, the UK and the USA.

Tom says the main
aim of the group is to "advance comparative and international research that has
a critical edge from a range of theoretical perspectives and methodological
approaches".

"By critical edge I
mean research that critiques dominant educational policy within a broad social
justice framework that sees education as a mechanism for creating and
facilitating alternatives.

"The scope here is
deliberately broad to include, under the CIEGUN umbrella, policy analysis
across various levels of scale (local, national, regional,
international/global), time (historical, contemporary and prospective),
educational sectors (early childhood through to post-school), and theoretical
perspectives.

Tom is forthright
about his motivation.

"It comes primarily
from an understanding of capitalism as a historical world-system, and the
contributions that systems of mass education have made to its functional
operation over time; and the accompanying need to develop contemporary
anti-systemic movements that are pursuing transitions toward more just,
peaceful, equal and democratic alternatives," he says.

"I think there is something like a consensus globally that mass education ought to play a role in preparing populations to meet contemporary challenges like climate change, poverty, and sustainable development, in ways that can deliver lasting, peaceful and democratic solutions."

Career Summary

Biography

My academic background is in secondary school teaching (English/History), and a PhD completed in 1998: "A history of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach". This research reflects my primary research interests in world-systems analysis, and the transition of the current capitalist world-system to an uncertain future. Applying this theorising to the field of comparative and international education, I am concerned with exploring the actual and potential contribution of systems of mass education to the task of imagining and building an alternative, more democratic, equal and just alternative.

Research ExpertiseMy research expertise centres on comparative educational analyses, including historical and contemporary explorations of policy and practice in context, linked to a world-system level theoretical approach to systems of mass education, their structure, curricula and development. My current research has two main trajectories: 1) developing world-systems analysis as a theoretical framework for the field of comparative and international education; and 2) the study of socialist education projects, in Cuba and more recently, Venezuela, informed by this framework. This work has been published in national and international journals, with recent articles on both these cases (see research outputs). One of my most significant contribution to the field of comparative education is in the development and application of world-systems analysis to challenge comparative and national case-study accounts of mass schooling. In particular, this research argues that cases like socialist Cuba, and Cuban schooling, must be understood in terms of the single capitalist world-economy of which it remained and remains a part, and that this participation historically brought decisive economic and cultural influences and constraints over the structures, content, practices and functions of Cuban schooling.

Teaching ExpertiseIn 2007 I was awarded the University of Newcastle's "Vice-Chancellor's Award for Teaching Excellence" for early career academics for my teaching in 2006. The citation for this award read: "Tom Griffiths is a Lecturer in the School of Education. He brings a sophisticated perspective to his teaching that stimulates and challenges his students. He prompts them to think outside the square and to consider the relationship between education and social justice. His commitment to these principles, reflected in his research and teaching practice, is producing informed, reflective graduates with a deep understanding of our world and their future role as educators in society. Dr Tom Griffiths' contribution to tomorrow's teachers is invaluable." My teaching focus aligns with my research: 1) Work in the comparative and international education field, focused on the development of systems of mass education as a global phenomenon, and the interaction between world-level cultural and economic influences and national (and local) contexts in this process. 2) Sociology and politics of education that explores the current and historical socio-economic and political contexts in which formal school education has developed, as a way to investigate the functions and outcomes of school education for different groups in society. This expertise extends to the consideration of educational structures, organisation, teaching and assessment practice, and curriculum.

Administrative ExpertiseSince taking up my current position in 2004 I have held the following positions with a significant administrative component: Elected academic staff member of University Council, September 2010 - present. Director, International, School of Education, January 2012 - present. Deputy Head of School (Research Development), 2008-2011, Chairing the School of Education Research Development Committee, and with all associated Faculty wide committee responsibilites. Member of the University Human Research Ethics Committee and Faculty Research Ethics Advisor (2008-09) School of Education Equity Officer School of Education International Student Officer Member of the School of Education Timetables and Workload Committee Member of the National Tertiary Education Union (NTEU), Newcastle Branch Executive. Executive member, Treasurer, and Vice-President of the NTEU Newcastle Branch.

CollaborationsMy current research has two primary trajectories: 1) developing world-systems analysis as a theoretical framework for the field of comparative and international education; and 2) the study of mass education in and for socialism, in Cuba and more recently, Venezuela, informed by this framework. I am interested in collaborating with others whose research cuts across these broad themes, including those working on Latin American politics and educational reforms, and on those interested in the relationship between education and socialism. To that end I have collaborated with others on co-authored publications in this respect (see research publications), and special panel presentations at international conferences. Most recently, I co-edited a book on this topic: Griffiths, T. G., & Millei, Z. (Eds.). (2013). Logics of Socialist Education: Engaging with Crisis, Insecurity and Uncertainty. Dordrecht: Springer; and co-authored (with Robert Imre): Griffiths, T. G., & Imre, R. (2013). Mass Education, Global Capital, and the World: The Theoretical Lenses of István Mészáros and Immanuel Wallerstein. New York: Palgrave.

Qualifications

PhD, University of Newcastle

Graduate Certificate in TESOL, University of Technology Sydney

Bachelor of Education (Honours), University of Newcastle

Keywords

Comparative Education

Comparative and international education

Contexts of Teaching

Education and social change

Latin America

Pedagogy

Wallerstein

World-Systems Analysis

socialism

Languages

Spanish (Fluent)

Fields of Research

Code

Description

Percentage

130302

Comparative and Cross-Cultural Education

70

220202

History and Philosophy of Education

30

Professional Experience

UON Appointment

Title

Organisation / Department

Senior Lecturer

University of NewcastleSchool of EducationAustralia

Academic appointment

Dates

Title

Organisation / Department

1/12/2013 -

President

Australian and New Zealand Comparative and International Education Society (ANZCIES)Australia

1/10/2010 -

Elected academic staff member

University of Newcastle CouncilAustralia

1/02/2009 -

Senior Lecturer

University of NewcastleAustralia

1/02/2008 -

Deputy Head of School - Research Development

University of NewcastleSchool of EducationAustralia

10/02/2007 -

Vice President

National Tertiary Education Union, Newcastle BranchAustralia

1/02/2004 -

Lecturer

University of NewcastleAustralia

1/01/2000 - 1/01/2004

Research Associate / Assistant

University of NewcastleEducation and ArtsAustralia

Membership

Dates

Title

Organisation / Department

Member - World Congress of Comparative Education Societies

World Congress of Comparative Education SocietiesAustralia

Member - Australia Association of Educational Research

Australia Association of Educational ResearchAustralia

Member - Australia and New Zealand Comparative and International Education Society

Australia and New Zealand Comparative and International Education SocietyAustralia

Awards

Distinction

Invitations

Keynote Speaker

El anÃ¡lisis sistema-mundo de Immauel Wallerstein en la educaciÃ³n comparadaOrganisation: Universidad Central de Venezuela
Description:
Invitation to present a keynote address to the XII Jornadas de InvestigaciÃ³n Educativa (XII Congress of Educational Research) at the Central University of Caracas, April 2010

Participant

Year

Title / Rationale

2010

Institute of EducationOrganisation: University of London
Description:
Review of book proposal: 'New Labour, education policies and the neo-liberal agenda: a challenge to social justice and democracy'

2006

The nature of the workforce in Preschool / Kindergarten and Long Day Care services in each state and territoryOrganisation: Hunter Institute of Mental Health
Description:
Invited consultancy to prepare a report on the nature of the workforce in Preschool / Kindergarten and Long Day Care services in each state and territory. The subequent report was used by the Hunter Institute of Mental Health as a discussion paper within a Council of Australian Governments (COAG) meeting on Early Intervention Services for Parents, Children and Youth.

2005

Education Connect: Occasional Papers About Social and Emotional Wellbeing in EducationOrganisation: Hunter Institute of Mental Health
Description:
Invited Editor of Education Connect: Occasional Papers About Social and Emotional Wellbeing in Education, published by Hunter Institute of Mental Health.

Anti-Capitalist Education and Education for Equality in VenezuelaOrganisation: University of Northampton
Description:
Invited seminar presentation to the Education Studies Research Group, School of Education, University of Northampton, February 2009.

2008

History of mass education in AustraliaOrganisation: Universidad Nacional Experimental de la Fuerzas Armadas
Description:
Invited seminar presentation to the Universidad Nacional Experimental de la Fuerzas Armadas (National Experimental University of the Armed Forces) in Caracas, Venezuela, September 2008

World culture theory (WCT) offers an explanatory framework for macro-level comparative analyses of systems of mass education, including their structures, accompanying policies and their curricular and pedagogical practices. WCT has contributed to broader efforts to overcome methodological nationalism in comparative research. In this paper, we acknowledge the contributions of world culture theory in these terms, but develop the case for an alternative explanatory framework Â¿ world-systems analysis (WSA) Â¿ rooted in the historical development and contemporary crises of the capitalist world-economy. This case is built on two major points of critique of world culture theory: first, that its consensus orientation is inadequate for a macro-level accounting of social reality; and second, that its analysis of the economic functions of mass education, in isolation from the capitalist world-economy, further weakens its explanatory power. Working from this critique, we elaborate the capacity of world-systems analysis to overcome these shortcomings by providing a more comprehensive, historical perspective. This alternative approach incorporates the identification and analysis of shared cultural understandings underpinning policy and institutional practice, linked to the development of the capitalist world-economy. We conclude this paper by affirming the value of WSA as an alternative approach for comparative research, and its potential contribution to the development of more enlightened educational policy and a more just and democratic world-system.

Griffiths TG, Ladwig JG, 'Meritocracy and the Competitive Individual: The Australian Case', Adolescent Facing the Educational Politics of the 21st Century: Comparative survey on five national ccases and three welfare models, Finnish Educational REsearch Association, Finland 235-266 (2003) [B1]

World culture theory (WCT) offers an explanatory framework for macro-level comparative analyses of systems of mass education, including their structures, accompanying policies and their curricular and pedagogical practices. WCT has contributed to broader efforts to overcome methodological nationalism in comparative research. In this paper, we acknowledge the contributions of world culture theory in these terms, but develop the case for an alternative explanatory framework Â¿ world-systems analysis (WSA) Â¿ rooted in the historical development and contemporary crises of the capitalist world-economy. This case is built on two major points of critique of world culture theory: first, that its consensus orientation is inadequate for a macro-level accounting of social reality; and second, that its analysis of the economic functions of mass education, in isolation from the capitalist world-economy, further weakens its explanatory power. Working from this critique, we elaborate the capacity of world-systems analysis to overcome these shortcomings by providing a more comprehensive, historical perspective. This alternative approach incorporates the identification and analysis of shared cultural understandings underpinning policy and institutional practice, linked to the development of the capitalist world-economy. We conclude this paper by affirming the value of WSA as an alternative approach for comparative research, and its potential contribution to the development of more enlightened educational policy and a more just and democratic world-system.

Griffiths TG, Downey J, 'What to do about schools? The Australian Radical Education Group (RED G)', The 40th Annual Conference of the Australian and New Zealand Comparative and International Education Society (ANZCIES), Christchurch, NZ (2012) [E3]

Griffiths TG, 'Radical Teachers for a New Society: A History of the Radical Education Group (RED G) Project in Australia', Learning Conference 2005: 12th International Conference on Learning. Abstracts, Granada (2005) [E3]

Contributing to a Convivial Society in South Africa through Public Provisioning for Young Children: A Critical Discourse Analysis of ECD Policy between 1994-2014Curriculum & Education Studies, Faculty of Education and ArtsPrincipal Supervisor

2012

Grounding 'Globalities' in the Imaginaries of YouthCurriculum & Education Studies, Faculty of Education and ArtsPrincipal Supervisor

2012

The Construction and Reconstruction of Vietnamese National Culture: A study of University Curriculum Policy from 1986 to Present.Curriculum & Education Studies, Faculty of Education and ArtsPrincipal Supervisor

Decentralization and Universal Primary Education in Tanzania: How Do They Work Together?Curriculum & Education Studies, Faculty of Education and ArtsPrincipal Supervisor

2009

Innovation of English for Specific Purposes Curricula in Taiwanese UniversitiesCurriculum & Education Studies, Faculty of Education and ArtsCo-Supervisor

Past Supervision

Year

Research Title / Program / Supervisor Type

2015

Functional and Critical Literacy in Yo SÃ­ Puedo An Examination of Cuba's Literacy Program Through a Freirean LensCurriculum & Education Studies, Faculty of Education and ArtsPrincipal Supervisor

2014

Philosophical Reflections on the Importance of a Values-Based Program of Environmental Education, with Special Reference to the Pedagogy of Empathetic EducationCurriculum & Education Studies, Faculty of Education and ArtsCo-Supervisor

2014

Institutional Weakness as a Blessing: The Origins and Development of Costa Rican Exceptionalism Vis-a-vis Central America's Structural Disadvantage Within the Capitalist World-SystemPolitical Science, Faculty of Business and LawCo-Supervisor

2014

The Preparation of Chinese Language Teachers in the Global Context: A Vertical Case Study of an Australian ApproachCurriculum & Education Studies, Faculty of Education and ArtsCo-Supervisor

2014

Critical Perspectives on Educational Partnerships in The Era of NeoliberalismEducation Studies, Victoria University Co-Supervisor